The COVID-19 pandemic dramatically impacted the global post-secondary education environment beginning March 2020, leaving many classes using the traditional face-to-face delivery method scrambling to adapt. This paper describes the process used in response to COVID to convert a traditional lecture-style business intelligence class to a flipped classroom, while maintaining assignments, groups, and discussion as student engagement techniques. End of term skills assessments of four pre-COVID sections are combined with skills assessments from two during-COVID flipped online sections. The during-COVID sections use pre-recorded Kaltura video lectures, supplemented with Blackboard Collaborate virtual meetings, in a flipped online delivery approach. Partial least squares (PLS) regression results indicate a flipped approach augments other student engagement methods and significantly improves skills attainment. Results also indicate that while group formation continues to enhance in-class assignment completion and reflection, discussion is less impactful in an online environment. This research highlights nuances of business intelligence education and provides suggestions for enhancing approaches for improved skills attainment.
{"title":"A Response to COVID: From Traditional to Remote Learning Using a Flipped Classroom Pedagogy and Its Impact on BI Skills Attainment","authors":"Darryl Romanow, Melinda K. Cline, Nannette Napier","doi":"10.62273/nobf5942","DOIUrl":"https://doi.org/10.62273/nobf5942","url":null,"abstract":"The COVID-19 pandemic dramatically impacted the global post-secondary education environment beginning March 2020, leaving many classes using the traditional face-to-face delivery method scrambling to adapt. This paper describes the process used in response to COVID to convert a traditional lecture-style business intelligence class to a flipped classroom, while maintaining assignments, groups, and discussion as student engagement techniques. End of term skills assessments of four pre-COVID sections are combined with skills assessments from two during-COVID flipped online sections. The during-COVID sections use pre-recorded Kaltura video lectures, supplemented with Blackboard Collaborate virtual meetings, in a flipped online delivery approach. Partial least squares (PLS) regression results indicate a flipped approach augments other student engagement methods and significantly improves skills attainment. Results also indicate that while group formation continues to enhance in-class assignment completion and reflection, discussion is less impactful in an online environment. This research highlights nuances of business intelligence education and provides suggestions for enhancing approaches for improved skills attainment.","PeriodicalId":38530,"journal":{"name":"Journal of Information Systems Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yao Shi, Judith Gebauer, Douglas Kline, M. Gillenson
As the demand for business intelligence (BI) professionals continues to grow, educators need to calibrate their instruction to accommodate the demand of practitioners for specific technical skills while also providing college students with a broader foundation that includes a general understanding of BI concepts and problem-solving skills that are applicable across disciplines. This paper describes a pedagogical method called report-oriented learning which seeks to combine the established methods of problem-based learning and case-based learning. Report-oriented learning requires students to reflect on the knowledge gained during the conceptual parts of the course and use critical thinking and storytelling skills as they prepare and present several comprehensive reports in class. We applied the report-oriented method in a business intelligence course that consists of four instructional approaches: (1) section preview, (2) lectures and quizzes on basic concepts, (3) application of concepts and development of practical skills with hands-on projects, and (4) comprehensive reflection and inquiry in the form of reports. We surveyed students with anonymous questionnaires in the report-oriented BI courses from 2021-2023. The results indicate that the method was effective and perceived by students as having improved their critical thinking and practical skills related to the application of BI techniques and the professional presentation of their findings.
{"title":"Teaching a Report-Oriented Business Intelligence Course: A Pedagogical Experience","authors":"Yao Shi, Judith Gebauer, Douglas Kline, M. Gillenson","doi":"10.62273/rtpl4395","DOIUrl":"https://doi.org/10.62273/rtpl4395","url":null,"abstract":"As the demand for business intelligence (BI) professionals continues to grow, educators need to calibrate their instruction to accommodate the demand of practitioners for specific technical skills while also providing college students with a broader foundation that includes a general understanding of BI concepts and problem-solving skills that are applicable across disciplines. This paper describes a pedagogical method called report-oriented learning which seeks to combine the established methods of problem-based learning and case-based learning. Report-oriented learning requires students to reflect on the knowledge gained during the conceptual parts of the course and use critical thinking and storytelling skills as they prepare and present several comprehensive reports in class. We applied the report-oriented method in a business intelligence course that consists of four instructional approaches: (1) section preview, (2) lectures and quizzes on basic concepts, (3) application of concepts and development of practical skills with hands-on projects, and (4) comprehensive reflection and inquiry in the form of reports. We surveyed students with anonymous questionnaires in the report-oriented BI courses from 2021-2023. The results indicate that the method was effective and perceived by students as having improved their critical thinking and practical skills related to the application of BI techniques and the professional presentation of their findings.","PeriodicalId":38530,"journal":{"name":"Journal of Information Systems Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140519213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yulei Zhang, Mandy Yan Dang, M. Albritton, Yulei Gavin, Zhang Mandy, Yan Dang
The current study details the development of an undergraduate business analytics course that combines components of both active and experiential learning. The course offering is designed to expose students from different backgrounds to an intermediate-to-advanced level of business analytics. The course is unique in that it was designed to be appropriate for both “tech savvy” and non-technical learners—two groups who likely possess very different skill sets. The course incorporates high-level analytic techniques and algorithms that enhance decision-making and makes use of a business analytics platform called RapidMiner that includes embedded analytic frameworks, so learners do not require prior computer programming experience to be successful. Each course module incorporates different types of lab projects—including heavy usage of guided lab projects, self-paced problem-solving labs, and exam-based lab assessments—where students have multiple opportunities to practice building increasingly sophisticated experiences over time. Pre-and post-course surveys were used to assess course design, including student engagement, student learning, learning interest, and learning satisfaction. Quantitative analyses of course perceptions over time reveal that students, on average, report increases in engagement, satisfaction, and learning interest. Students demonstrate significant improvements in their understanding and overall attitudes toward business analytics, which appears to generate additional excitement about future exposure to business analytics as a subject of interest.
{"title":"Delivering a Business Analytics Course Focused on Data Mining for Both Technical and Non-Technical Students","authors":"Yulei Zhang, Mandy Yan Dang, M. Albritton, Yulei Gavin, Zhang Mandy, Yan Dang","doi":"10.62273/mwcg1518","DOIUrl":"https://doi.org/10.62273/mwcg1518","url":null,"abstract":"The current study details the development of an undergraduate business analytics course that combines components of both active and experiential learning. The course offering is designed to expose students from different backgrounds to an intermediate-to-advanced level of business analytics. The course is unique in that it was designed to be appropriate for both “tech savvy” and non-technical learners—two groups who likely possess very different skill sets. The course incorporates high-level analytic techniques and algorithms that enhance decision-making and makes use of a business analytics platform called RapidMiner that includes embedded analytic frameworks, so learners do not require prior computer programming experience to be successful. Each course module incorporates different types of lab projects—including heavy usage of guided lab projects, self-paced problem-solving labs, and exam-based lab assessments—where students have multiple opportunities to practice building increasingly sophisticated experiences over time. Pre-and post-course surveys were used to assess course design, including student engagement, student learning, learning interest, and learning satisfaction. Quantitative analyses of course perceptions over time reveal that students, on average, report increases in engagement, satisfaction, and learning interest. Students demonstrate significant improvements in their understanding and overall attitudes toward business analytics, which appears to generate additional excitement about future exposure to business analytics as a subject of interest.","PeriodicalId":38530,"journal":{"name":"Journal of Information Systems Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140521594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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